ability (Pearson & Fielding, 1991; Pressley, 2000), and domain knowledge ((Dole, Duffy,

Roehler, & Pearson, 1991), along with differences in such dispositions as the reader's

motivation, goals, and purposes, are important sources of variability in reading

comprehension. Second, text is the second element affecting reading comprehension.

Duke (2000) documented that children who attend schools in poor districts have many

fewer texts available than do children who attend schools in richer areas; the availability

of texts in homes and libraries varies similarly. Texts that treat certain social issues or

that require an interpretation and appreciation of alternative perspectives may be

considered inappropriate by parents from some cultural or religious groups. Text factors

thus interact with reader, activity, and context in determining the difficulty of

comprehension. Third, activity refers to the acts a reader engages in with a text, and it

encompasses purpose, operations, and consequences. Reading comprehension can be

improved with strategies when readers themselves apply across a number of different

texts (National Reading Panel, 2000). For example, teachers may teach students to

activate their own background knowledge, to draw inferences as they read, or to restate

information in the text (Chan, Cole, & Barfett, 1987). The successful activation of two

areas of reading-fluency and comprehension-completes reading.

 Significant Predictors of Reading Success

 Many studies including longitudinal studies have been conducted to identify the

predictors of current and later reading ability. Such studies yielded many important

predictors of RD. Currently, phonological awareness and rapid-naming variables are very

frequently involved in prediction studies. Further, a critical role of phonological and

naming speed factors in classifying reading disabilities have been identified by many

reading studies (e.g., Morris et al., 1998). Within the field of reading-related vision